课件10张PPT。 Lesson2
Name Stories
Period 2清华附中外语高二备课组Guessing-
WhoMichael JacksonGiven nameSurnameFamily nameMain Idea When did people in England first start using surnames ?
Why did people start using surnames?
What are the different types of English surnames ?The origins of English SurnamesA son got his surname from his father by adding “s” or “son” to his father’s given name.
Some surnames were formed from a person’s job
Sometimes people took place names, such as the name of their village.Father’s nameOccupationLocationThe origins of English SurnamesFather’s given nameJackSon’s surnameJacksonWilliamWilliamsa.b.c.A person who works with metal is called smith.The origins of English SurnamesTom BakerJohn SmithAndy CookA man who lived by the wood might be called Jack ________.
A person who lived on the top of a nearby hill might be called John __________.WoodHillThe origins of English SurnamesWestern Names
Do you know where western first names come from? Do you know which names are popular today ?
Jacob, Mary, Rebecca and Sarah
Martin Luther King, Jr.
Alexandre Dumas -Alexandre Dumas Fils
Chinese Names
What comes into your mind when you see these Chinese names?
What kinds of trends can be seen in the names?纳兰容若 上官婉儿，司马相如，东方朔
秦桧，卜世仁，
刘红专，王建国，蔡国庆
抱琴， 司棋，侍书
WritingWrite a name story课件20张PPT。 Lesson2
Name StoriesMy name is Chenhua. The character of my first name “Hua’ has two parts. It has a “Ma” meaning a horse on the left and “Hua” meaning china on the right. The character as a whole means a fast black horse and it’s pronounced “hua”骅Warm-up
The character of my first name has two parts. The upper part is a sun symbol, while the lower part represents the horizon. In other words, the character indeed stands for “the sun rising on the horizon”旦1.What’s your name? 2.What does it mean? 3.And why did your parents give you the name?Pair work Exercise 3 page 8
1. Fins are a feature specific to fish.
2. Doing some voluntary work for the community is of great ___________ to one’s growth.
3. It is abnormal for a man to walk in his sleep.
4. The students who have gone to America during summer holiday give us a _______ description of the skyscrapers in New York.
5. Children in poor mountain areas suffered great ________ in learning.
significancevividhardshipparticularimportancevery unusuallivelydifficultiesCan you play any of these
musical instruments ?
--- Do you know anything about
the job of ___________ ?
--- Yes, they make things from
metal entirely by hand.blacksmiths--- Look! These people are being awarded prizes. They must have done well in their working fields.
--- Right. They are pillars of our country and society.
So are university students.
Heather is an evergreen plant .Listening Exercise 4
Listen to the three students talking about their names. Which of them matches the following descriptions?1. Look at the pictures and make some prediction
2. Read through the descriptions
3. Listen to the tape.
This student has parents who wanted their child to be a “pillar of society”.( )
This student has a grandfather who moved from northern Wales to Manchester.
( )
3. This student probably has an ancestor who made things from metal. ( )
4. This student has parents who were inspired by the great violinist Itzhak Perlman. ( )
5. This student is named after a purple flower.
( )
6. This student has parents who wanted their daughter to be as strong as any boy. ( )Wang JiannanIssac EvansHeather SmithIssac EvansHeather SmithWang JiannanListening
1.Listen to the tape for the second time.
2.Take down notes
3. Retell the name storiesWang Jiannan:
Heather Smith:
Issac Evans:
“Nan” –wood ，pillar of society
Jiannan- “heathy boy” “bulit in the south”Smith –ancestor metal
Heather- purple flower,
home, grandmother“Evans” –Wales grandfather
“Isaac”--violinist1 He ended up in Manchester.
He put up with a lot of hardship and suffering all his life to provide a good future for his family .
2 Although she was delighted to have a new baby girl, she was also discouraged because she missed her home .
Other family names with the same origin includes Smithers and Smythe.
3 As well as having meaning from the characters that are used for writing, Chinese names can also have significance according to their sounds.
It is a type of wood that is used to hold up the roof in the construction of traditional Chinese houses.
Heather SmithWang JiannanIssac EvansNowadays , love on line is popular. I can’t _________why so many people are interested in virtual reality.figure outTo come to understand Exercise 5 Phrasal Verbs Pandas are rare animals living in
the world. Their survival __________our help and protection. However, children should learn to live independently
from a young age.counts onto rely upon, trust, or expect ---You can ______ anybody on
April fool’s day.
--- But some tricks are hard to
___________ sometimes.teaseput up withmake fun of playfully to tolerate, suffer through,
or allow, esp. something annoying 1. I _____________ an interesting name story when I visited my cousin in Henan Province.
2.My cousin ________ next door to a girl called Li Shichun.
3.The “Chun” part of Li Shichun _________spring. That’s when she was born. But that’s not all. She’s also named after a Sui Dynasy engineer,Li Chun.
4.Her father thought he was admirable because he built bridges you can really ___. came acrossgrew upstands forcount onExercise 5 Phrasal Verbs 5. She was worried that her daughter would have to __________ too much teasing with a man’s name.
6. So they ________ a way to change it.
7. that was lucky because she ________ her grandmother anyway.
8. she changed her studies and ________ becoming an engineer.
9. She became quite famous when she invented a new way of _________ suspension bridges during the building process.figured outlooks likeended upholding upput up withHomework Language Power page 54
Exercise 3,4 Thank you第十六单元 教学设计
Lesson 2 Name Stories
教材分析
本课是第16单元的第2课。本课的听力材料是三位学生讲述他们名字的故事。学生将在本课学习如何简单讲述名字的故事，并实际口头练习。此后使用听力策略，听取并记录信息，复述他人名字故事。听说练习之后，结合文化广角的英文姓氏的起源，话题进一步深入，学生通过对比东西方人名，了解其所承载的不同文化。
话题对于学生来说很熟悉因而没有难度。重点是学生能够准确的获取信息并流畅的复述。话题的另外一个特点则是文化意义很强，因此特别结合教材以及教参的补充内容在文化上深度挖掘。语言上难度也适中因此要求学生说与写上输出量很大。
本课计划按两课时完成：第一课时重点是听力训练，让学生听懂有关解释名字意思的故事并通过关键词抓住重点。第二课时阅读英文姓氏的起源，讨论中西名字中的不同文化，并选择一个感兴趣的名字写出其中的故事。
教学内容
话题： 中西人名的故事
词汇： 重点词汇：specific, significance, name after, vivid, abnormal, hardship,
相关词汇： musical instruments blacksmiths Heather, pillar
第一课时
First Period
教学目标
在本课学习结束时，学生能够：
听懂名字的故事并抓住重点信息复述
讲述自己名字的故事
教学过程
步 骤
教学活动
Activities
设计意图
Intentions
互动模式
Step 1
Warming up
1. T explains the meaning of two Chinese names.
2. T asks the students to describe their own names.
PPT 2-4
Arouse the Ss’ interest to the topic and show them how to describe one’s name.
1.Individual work
2. Pair work
5’
Step 2
Before listening
1.Ss guess the meaning of the new words in context.
2.Ss match them with the meanings.
PPT 5-9
To get familiar with the topic and new words.
Individual work
T-Ss check
5’
Step 3
Listen to learn
1.Ss look at the pictures and make some predictions
2 Ss read through the descriptions.
3.Ss listen and do the matching.
PPT 10-11
To use listening strategies such as writing down important words and predicting
Individual work,
8’
Step 4
Listen for the second time
1.Ss take down important notes.
2.Ss retell the three name stories.
PPT 12-13
To understand the stories better and use the vocabulary.
Pair work
Individual work,
12’
Step 5
After listening
Ss do Exercise 5: Phrasal verbs.
PPT 14-18
To practice the phrasal verbs.
Individual work,
Class work
10’
Homework
Page54 Exercises 3,4
第二课时
Second Period
教学目标:
在本课学习结束时，学生能够：
提取英文姓氏的起源信息；
对比中西名字文化差异；
写名字的故事。
教学过程
步 骤
教学活动
Activities
设计意图
Intentions
互动模式
Step 1
Warming up
talk about the name:
Michael Jackson
PPT 2
Make them aware of the knowledge of English name
.group work
1’
Step 2
first-reading
answer the questions
PPT 3
Get the main idea
Individual work
T-Ss check 8’
Step 3
Second reading
1.find out the right names
PPT 4-7
Check the details
Class work,
6’
Step 4
Additional reading
read the article and explain the English names
PPT 8
To get the knowledge about western first names
Pair work
Individual work,
5’
Step 5
Discussion
talk about several specific Chinese names
compare western and Chinese names and find out the cultural elements
PPT 9
Be aware of Chinese and western culture
5’
Pair work,
Class work
Step 6
Mini writing
Write a name story
Making notes and then write clearly
15
Individual work
Homework
Polish your writing
第一课时学案：
Listen to tape and take down notes:
Wang Jiannan:
Heather Smith:
Issac Evans:
第二课时学案：
1. Write about the right names
Father’s given name Jack Son’s surname_________
Father’s given name William Son’s surname_________
A man who lived by the wood might be called Jack ________.
A person who lived on the top of a nearby hill might be called John __________.
2.Read and answer the questions:
Do you know where western first names come from? Do you know which names are popular today?
Jacob, Mary, Rebecca and Sarah
Martin Luther King, Jr.
Alexandre Dumas - Alexandre Dumas Fils
Western Names
Apart from their surname or last name or family name in Britain or the US, most British and American children are given two personal names by their parents, a first name and a middle name. These names are sometimes called Christian names or given names. Some people have only one given name, a few have three or more.
Parents usually decide on given names for their children before they are born. In some families the oldest boy is given the same name as his father. In the US the word junior or senior, or a number, is added after the name and surname to make it clear which person is being referred to.
Many popular names come from the Bible, e.g. Jacob, Joshua and Matthew, Mary, Rebecca and Sarah, though this does not imply that the people who choose them are religious. Other people give their children the name of somebody they admire, such as a famous sports personality, or a film or pop star. In Britain the names William and Harry have become common again since the sons of Prince Charles were given these names.
Name Story
Mini-writing:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________
第十六单元 教学设计
Language Awareness
教材分析
本课是第十六单元的最后一课。 教材围绕广告策略展开话题，广告是人们日常生活中常见的事物，学生对这一话题既熟悉又有兴趣，因此教师可以用当前流行的广告进行导入，引导学生思考什么样的广告是成功的广告，成功广告运用了什么策略。本课计划一课时完成。本单元的reading部分既提供了讨论话题，又为本课的语法重点get/have something done 提供了语言素材。学生通过对语言现象的观察，发现和体验，自主归纳get/have something done的意思和用法，并在真实语境中进行实际运用。
本课的生词较多，学生理解即可。本课的语法重点是get/have something done结构。学生在初中就已接触学习过这一结构，所以本课着重要让学生区别“自己做某事”和“让别人做某事”在表达方式上的差异，并复习掌握所学过的有关“让某人做某事”的英语表达。
教材内容
阅读：Shock Tactics
词汇： 重点词汇：tactics, low-fat, half-shaved, domestic violence, justify
短语和搭配：make sense, present sb. with…,work out, refer to, hold one’s attention
语法：get/have something done
教学目标
在本课学习结束时，学生能够：
通过阅读，了解广告策略；
熟练掌握have/get something done的语法结构。
教学过程：
教学活动
activities
设计意图
intentions
互动模式&时间IP&Time
Lead in
Step 1
T shows Ss to some pictures of creative ads and asks Ss what they are?
(PPT 3 )
引出话题，激发学生的兴趣.
Class work
1’
Step 2
T asks Ss to discuss two questions in groups. 1.What kind of adverts attracts people’s attention and is more successful in China? 2. What kinds of tactics are they using?
(PPT 4)
激发学生已有的背景知识，为下面的阅读作铺垫。
Group work
4’
Grammar learning
Step 3
T asks Ss to read the passage and answer the questions.
(PPT 5-6)
在阅读材料中初步感知have/get something do 语法结构。
CW
8’
Step 4
T asks Ss to read four ads and match the ads with four sentences.
(PPT 7-8)
观察发现have/get something do 语法结构。
IW
CW
5’
Step 5
T asks Ss to read the sentences and say who did/will do the activity in each one, a or b.
the people who are talking
someone else
(PPT 9)
自主发现have/get something done规律
IW
CW
4’
Step 6
T helps Ss to summarize the use of target structure and give more similar expressions.
(PPT 10-11)
总结have/get something done 的规律
CW
3’
Step 7
T provides different situations and Ss discuss in pairs and use the target structure to make up sentences.
(PPT 12-15)
巩固所学语言结构
PW
7’
Language in use
Step 8
Ss work in groups of four and think of a service which they are interested in. Then design an ad for this service. Try to use the key expressions (have sth. done, make/let/have sb. do) in your writing.
(PPT 16)
在真实的语境中，学生用本课的词汇和语法进行表达。
GW
8’
Homework
Polish the ads Ss design.
Finish EX 2&3 on Page 94
课件31张PPT。Module 6 Tsinghua High School ZHANG ShuminUnit 16 Stories2Lead-in:While talking about stories, can you name some?
What kind of stories do you like best? Why? 3Storieshistorical
storiesadventure
stories
biographiesdetective
storiestrue
storieslove
storiesscience
fictionfairy
taleshumorous
stories travel storiesfantasies4Let’s appreciate some stories and identify the kinds of stories in the pictures. 5FantasyHarry Potter6Snow WhiteFairy tale7Detective storySherlock Holmes8Record of a Journey to the WestMyth9Biography 10Romance of Three KingdomsHistorical stories11Listen to the beginning of five stories. Write down what kind of story it is.1.___________________
2.___________________
3.___________________
4.___________________
5.___________________a horror storyscience fictiona detective storya true storya fairy tale12Lesson 1
Stories from History
13 ObjectivesStudents are required to listen and know about different types of stories.
Talk about and tell the story.
Drilling skillfully in the Past Perfect.
Write Project. 14Pre-reading: Background KnowledgeHave you ever heard about the City of Pompeii? What do you know about it? (P6)Key words:
volcanic eruption, buried, event,
disappear, disaster, preserved,
destroy, discover, scientist
15Pompeii is located in southwest Italy near the grand city of Naples. The city of Pompeii was built around the southeast section at the foot of Mount Vesuvius near the Gulf of Naples.
Pompeii was
a thriving city,
but would meet its doom on the morning of August 24,
79, AD.
16Volcanic eruption Mount Vesuvius17First reading for main idea (skimming) It is about a city named Pompeii , which
was buried by a volcanic eruption in 79 AD,
but rediscovered by some scientists 1,600
years later.
18Answer questions from P6.Why does the article describe Pompeii as a “time capsule”?
The article describes Pompeii as a time capsule because the volcanic eruption preserved buildings, objects and even impressions of people from the time.19Answer questions from P6.Who wrote about the eruption of Vesuvius?
Roman writer Pliny wrote about the eruption of Vesuvius.
What had Pompeii been like before the eruption?
Before the eruption, Pompeii had been a booming Roman city with temples, markets, restaurants and theatres.20Answer questions from P6.What can you see if you walk in the streets of Pompeii today?
You can see ancient architecture, statues, decorated walls, objects of the time and the impressions of people in their last hours of life.
21Second reading for details (scanning: key words)1. Find information related to the following time.Pliny wrote about…Volcanic eruption…Great loss…Scientists rediscover…Historical site…Time rewinds…Tourists, scientists…22232.Find information in connection with the following people.A Roman writer…Found lost towns…Visit Pompeii……disappeared under the ashes…242. Find information in connection with the following people.25One person, sitting alone, looks like he is praying.Another man, lying on his side, looks as if he is trying to get up.Still more …26Use the following words as references to fill in the cloze.preserving, dig out, disaster, volcanic, monument, occurred, protection, impression, ancient world, shapes, lives on, loss, witnessed, buried27Summary: Cloze Pliny was a Roman writer who had _________ and wrote
about a _________ eruption which ________ on August
24th,79AD and it was of Mt. Vesuvius. The tragedy had left a
deep __________ on Pliny who had lost his uncle in the
accident. The people, towns and villages had been ______
under the ashes of Mt Vesuvius.
By 1748, scientists had started to ________the ancient
city Pompeii. It is like a “time capsule” __________ a frozen
moment in history. Not only the buildings and authentic
objects of Pompeii attract people, but also the forms of
the people caught in the _______ that have made the city a
__________ to human history. The bodies of people who had
died in Pompeii showed their exact _______of getting
together for_________ in their last hours of life.
Today, since excavations started, people and scientists
visit Pompeii every year to learn more about the___________.
In this way, the city, which the world had once forgotten
________ nearly 2,000 years after its ______.
witnessedvolcanicoccurredimpressionburieddig outpreservingdisastermonumentshapesprotectionancient worldlives onloss28Post reading: Retell the story and finish an interview.29Task 1: Retell the story in the first or third person according to the chronological order.
Task 2: Interview (Open-ended)
(Group or Pair work) Suppose you are a tour guide to Pompeii with your travel group, tourists may ask you various questions about Pompeii and the Vesuvius Volcanic Eruption. (Questions can be chosen from the text, and most of your answers should be in the Past Perfect.) 30Lesson OneHomework: Vocabulary exercise on
Page 53, 731Thanks for your attention!课件23张PPT。Stories from HistoryLesson 1 Period 2
Language Focus and Grammar
Tsinghua High School: Zhang ShuminStories from HistoryLanguage Focus and Grammar
Revision for words and expression:
Encourage the students to work out the English explanations of some important words and useful expressions either from the context or refer to their dictionaries.Revision of Warm-up & L11.knock at/on
2.knock sb./sth. over
3.at the speed of
4.come into view
5.There is no doubt that…
6.a ticket with a phone number written on it敲门（窗）
撞倒
以…的速度
出现在视野中
毫无疑问
一张写着电话号码的票Useful phrases in L17. 一世纪末
8.阻挡，封闭
9. 给……深刻印象
10. 可怕的历史遗址
11.挖掘
12.时间胶囊
13.突然兴旺的城市
14.侧卧
15. 继续生存at the end of the first centuryblock outleave a deep impression on sb.an awesome historical sitedig outtime capsule booming citieslie on one’s sidelive onUseful phrases in L116.volcanic eruption
17. a great loss
18. preserve a frozen moment
19. be caught in
20. feel sorrow and deep sympathy for
21. a monument to human history
22. split up火山爆发
巨大的损失
保护一个封存的瞬间
遭遇
感到悲痛和深切的同情
历史的纪念
解散，分成小部分Useful phrases in L123. on the way to
24. round-the-world trip
25. get a pay rise
26. the authentic objects
27. the decorated walls
28. the ancient architecture
29. this particularly sad event
30. be entirely different23.去…的路上
24.环球旅行
25.加薪
26.原物
27.装饰过的墙
28.古代建筑
29.特别悲伤的事件
30.完全不同Fill in the blanks A good idea ____________ to me.
He ___________ to be at home when I dropped in.
Great changes _________________ since 1978.
The Civil War ___________ in 1789.occurredhave taken placehappenedbroke outUsing the proper words and phrases given below.
occur , happen, take place, break outLanguage Focus1. witness---to see and experience important events or changes；one who can give a firsthand account of something seen, heard, or experienced
e.g. She had witnessed the disaster before going to court.
上法庭前，她早已经目睹了这个灾难。
She is the only one witness to the terrible attack.Language Focus警方正呼吁曾目睹这起事故的人提供信息。
Police are appealing for information from anyone who witnessed the accident.
最近这几年是钢铁工业垮掉的年代。
Recent years have witnessed the collapse of the steel industry.10Language Focus2. occur---to happen; to come to mind
e.g.
①Heavy rains occur during a summer monsoon.
夏季风季节常有大雨发生。
②到上星期五之前，这个想法就没在我脑海中出现过。
The idea had never occurred to me by last Friday.Language Focus3. block out---to stop light reaching a place; to stop yourself thinking about something or remembering
e.g. There was a heavy curtain that had blocked out the sunlight.
She tried to block the terrible memory of the earthquake out.Language Focus4. awesome---extremely impressive
e.g. They stood in awesome silence before the ancient ruins.
在古遗址前他们出奇安静地站立着。
They experienced the awesome sweep of the scenery in Jiu Zhaigou last summer.
去年夏天他们在九寨沟体验了令人叹为观止的景色。
13Language Focus5. feel sorrow and deep sympathy (for)…为……感到悲痛和深切的同情
e.g. We felt great sorrow and deep sympathy for his death at such a young age.
法官说尽管他对玛丽亚的处境深感同情，但没有别的选择，只能给她判刑。
The judge said that he felt the deepest sympathy for Maria’s situations, but he had no option. He had to sentence her. 14Grammar Task 1: Using “Experience Approach or ‘PPP’ Approach” to review the Past Perfect.
P=Presentation
Read the sentences and find out which action happened before the other.
1) Pliny wrote about an extremely terrible volcanic eruption that he had witnessed as a young man.
15Grammar2) However, more than 1,600 years later, some scientists found the lost towns that had been buried under the ashes.
3) By last Friday when the due date came, they had already finished this academic research project.
4) The people, towns and villages that had disappeared under the ashes were entirely forgotten by the world.16Grammar Read the above sentences again and decide which tense is used to talk about:
1. an event in the past?
2. an event that happened earlier, before the other past event in the story?17GrammarLook at the following three pictures, which of the two sentences best describes each picture.1.The film began when they arrived at the cinema.
The film had begun when they arrived at the cinema.√18Grammar2.The students were leaving the class when the teacher came in.
The students had left the class when the teacher came in.√19Grammar3.The police arrested the man who was breaking into a jewellery shop.
The police arrested the man who had broken into a jewellery shop.√20Grammar P=Practice （either translation or blank filling)
I had never talked so openly until I met Lily.
Peter bought me a necklace for my birthday, because I had asked for the necklace.
We got married a year after we had fallen in love with each other.
By the time I arrived home, the others had eaten all the food.
Before I got to the movie theatre, the movie had already begun.
21GrammarP=Production
1. Practise the Past Perfect using the exercises 8 on P7and 5 on P53.
2. Create situations where the Past Perfect can be used, either in words or using pictures.
22Task 2：Write ProjectStudents are required to collect information about historical stories from the Internet, libraries or any source they can and shorten the story to around 100 words.
Note: While making the story shorter, students are supposed to pay close attention to 5Ws (who, where, when, what, why) in the story.23Thanks for your time!第十六单元第一课教学设计
Lesson 1 Stories from History
教材分析
本课是第16单元第一课。教材讲述了意大利的庞培城，一个变成了“时间胶囊”城市，公元79年被火山爆发所吞没和1600多年后科学家们再发现它的历史故事。本课以这个历史故事为话题，展开对故事体裁（Genre）写作结构的了解。本单元在Warm-up部分已为第一课做了很好的故事话题、结构和词汇方面的铺垫，因此本课可以从Warm-up导入开始，了解故事的种类。进一步培养学生在进行阅读过程中，了解文章故事的结构和写作特点以便更好地为故事体裁写作输出做准备。最终达到读得懂、说得出、写得好的目标。
本课篇章不长，也不算难。词汇短语最好通过学生的课上活动，以及对过去完成时的练习和掌握，不断使词汇及短语复现，从而达到掌握和理解课文的目的。另外，过去完成时的学习可以通过发现实验的方法加深学生的理解和应用。即：在语言应用中发现并掌握语法知识。
本课计划两课时完成。第一课时的重点是通过故事结构（标题，故事事件发生的场景（时间、定点、人物），主体和结论）话题相关信息的了解，运用自己的语言通过讲故事复述课文学习本课及相关的词汇；第二课时的重点是词汇的巩固和语法的发现、归纳、总结和练习，让学生明白过去完成时和过去时的区别以及Have/Get something done词的用法，并能在语境中恰当的应用语言。
教学内容
话题: Stories from History
阅读: Pompeii: The city that became a time capsule
词汇: 重点词汇：volcanic eruption, buried, event, disappear, disaster, preserve, destroy,
discover, scientist
相关词汇：capsule, tremble, particularly, loss, awesome, rewind, burst, authentic, architecture
短语和搭配：block out, in a way, on one’s side, split up, pay rise
4．语法：The Past Perfect; Have/Get something done
第一课时
First Period
教学目标
本课结束时，学生能够：
1．通过Warm-up的听力，学生能够听懂并知道故事的不同种类。
2．谈论和讲述故事。
教学过程
教学活动
Activities
设计意图
Intentions
互动模式&时间
IP & time
Lead-in
Step 1
Through two question answering, Ss list different types of stories. Appreciate some stories from picture flash show.
[PPT 3-10]
1． 学生了解和辨认不同故事种类，尽快进入主题。
激活Warm-up中所接
触的词汇，激发学生的兴趣和背景知识。
CW
2’
Step 2
Ss listen to the beginning of five stories. Write down what kind of story it is.
[PPT 11-13]
学生根据听力片断，判断出不同种类的故事。调动其对历史故事的了解，从而进入课文主题。
CW
3’
Pre-reading
Step 3
Ss answer two questions on P6, and then use pictures and the following words given as hint to describe what happened to the city of Pompeii.
[PPT 14-16]
[学案I]
1．学生运用问题、语境和图片，围绕话题了解Pompeii的背景信息，预教词汇和短语。
2．通过Pompeii的地理位置图片，进一步了解Mount Vesuvius火山爆发的原因。
CW
6’
While-reading
Step 4
First reading: Ss read the text for main idea. (Skimming)
After finding the main idea of the story, Ss try to answer questions from the text P6.
[PPT 17-20]
1．通过Skimming的阅读策略，训练学生抓住文章主旨。
2．回答问题是对文章故事有一个整体认识和了解。
CW
5’
Step 5
Second reading: Ss read the text for
the second time, knowing some
detailed information about time,
people and events. Fill in the tables
with the information from the text.
[PPT 21-25]
[学案II]
1．旨在通过学生对文章的再读，对文章的细节加以掌握。
2．完成两表格中的时间和事件；人物和事件的情况。
CW & IW
8’
Step 6
Ss try to review some of the words and expressions and fill in the cloze.
[PPT26-27 ]
进一步熟悉课文，根据课文辅助词汇及短语了解课文整体，为下一步复述和讲故事做铺垫。
IW
5’
Post-reading
Step 7
Ss work in pairs and check each other’s retelling either using the first person or the third person form. After that, T ask individuals to and do a presentation before class.
[PPT 12]
[学案III]
熟悉课文，提取文章信息，达到读得懂、说得出的目的。
PW & IW
6’
Step 8
Ss work in groups of four and do a role-play: Interview
One of the group members acted as a tour guide and the other three tourists.
The tour guide may be asked several questions about Pompeii and Mount Vesuvius Volcanic Eruption.
[PPT 13-15]
1．通过学生的Output 活动，进一步内化所学内容。
2．学生会更加熟悉新学词汇，达到学中用的“产出”目的。
GW
10’
Homework P53，7
第二课时
Second Period
教学目标
本课结束时，学生能够：
在语境中应用和掌握Lesson 1 所学新词汇及短语。
掌握 Past Perfect 和 Past Tense 的区别和用法。
了解Have/Get something done 的用法。
教学过程
教学活动
Activities
设计意图
Intentions
互动模式&时间
IP & time
Language Focus and Grammar
Step 1
Do revision about words and useful phrases from Warm-up & Lesson 1.
[PPT 3]
通过对Warm-up & Lesson 1的词汇短语的英汉及汉英的翻译造句的复习反馈，学生会对课文进一步夯实。
CW
4’
Step 2
Learn usages of some important words and phrases.
学生通过对词汇短语的掌握和学习，从而会造句乃至于连句成文。
IW
6’
Step 3
Using “Experience Approach and ‘PPP’ Approach” to deal with the Past Perfect. T Present 4 sentences to Ss to see which happened earlier.
[PPT 4-5]
学生通过教师的介绍会判断出所给句子动作发生的先后顺序，从而知道过去完成时和过去时的构成和区别。
CW
10’
Step 4
Apply the pictures given on Page 7 to experience and practice the Past Perfect.
学生可以进一步强化过去完成时、过去时以及过去进行时的用法的掌握。
CW
4’
Step 5
T asks Ss to practice some sentence making, translation or blanks filling, using past perfect tense.
[PPT 6-7]
通过学生们对实际操练，去检查其掌握情况，从而对症下药，有的放矢。
IW & CW
6’
Step 6
Ss do exercise 8 on P7 and 5 on P53 and then produce their own sentences or short passages according to a picture.
[PPT 8-9]
学生通过练习和讨论，然后造句成文，达到在语境中应用语言和语法的目标 。
PW
15’
Homework Write Project:
Students are required to collect information about historical stories from the Internet, libraries or any source they can and shorten the story to around 120 words.
Note: While making the story shorter, students are supposed to pay close attention to the use of 5Ws (who, where, when, what, why) in the story.
第一课时学案
First Period
(Reading)
I. Word Bank for Story:
2. Find the exact English words in Lesson One and try to explain it in English:
世纪，发生，火山爆发，埋葬，事件，消失，灾难，保存，毁坏，科学家，发现，建筑
Find information related to the following time and people.
Time
Events
1. At the end of the firs century AD,
2. August 24th, 79 AD
3. Over the centuries
4. More than 1,600 years later
5. By 1748,
6. Now
7. Today, more than 250 years after
People
Events
Pliny
The people in the city after the volcanic eruption
Some scientists
Tourists and scientists
4. Using proper words and phrases fill in the blanks.
Pliny was a Roman writer who had _____1____ and wrote about a ____2_____ eruption which ____3____ on August 24th, 79AD and it was of Mt. Vesuvius. The tragedy had left a deep _____4_____ on Pliny who had lost his uncle in the accident. The people, towns and villages had been ___5___ under the ashes of Mt Vesuvius.
By 1748, scientists had started to ____6____the ancient city Pompeii. It is like a “time capsule” _____7_____ a frozen moment in history. Not only the buildings and authentic objects of Pompeii attract people, but also the forms of the people caught in the ___8____ that have made the city a ____9_____ to human history. The bodies of people who had died in Pompeii showed their exact ___10____of getting together for_____11____ in their last hours of life.
Today, since excavations started, people and scientists visit Pompeii every year to learn more about the_____12______. In this way, the city, which the world had once forgotten ___13____ nearly 2,000 years after its ___14___.
第二课时学案
Second Period
(Language Focus and Grammar)
I. Read the text. Either give the Chinese equivalent or explain the following in English.
1.knock at/on
16.volcanic eruption
2. knock sb./sth. over
17. a great loss
3.at the speed of
18. preserve a frozen moment
4.come into view
19. be caught in
5. There is no doubt that…
20. feel sorrow and deep sympathy for
6.a ticket with a phone number written on it
21. a monument to human history
7.at the end of the first century
22. split up
8. block out
23. on the way to
9. leave a deep impression on sb
24. round-the-world trip
10. an awesome historical site
25. get a pay rise
11. dig out
26．the authentic objects
12. time capsule
27. the decorated walls
13. booming cities
28. the ancient architecture
14. lie on one’s side
29. this particularly sad event
15. live on
30. be entirely different
II. Translation:
1) Nobody believed him because he _______________________(以前常撒谎).
2) They weren’t surprised at all. They_______________________(早就听到这消息了).
3) When we arrived at the theatre, the play___________________(已经开演半小时了)。
4) Did the police believe what the witness ___________________(讲的那些话吗)?
